Individual Reflection of Mentoring and Coaching Experiences
Introduction
This assessment aims at providing scope to me for demonstrating and developing my knowledge and skills while mentoring and coaching. These two needs to be developed and practically applied because coaching and mentoring are two important techniques applied by an organization and its leaders to develop people effectively.
Discussion on the following weeks
One reflection on my own experience of mentoring
What went well and what needed improvements
Mentoring refers to a relationship between a more experienced mentor and a less experienced protg with a motive of supporting the protgs career development (6, p. 661). The overall participation in this session went well because this session made me thoroughly indulged in gaining conceptual knowledge about mentoring and practical assessment of the same concept. When I was asked to deliver ten reasons reflecting why a mentoring program fails in a firm, I found some interesting facts about a mentor-mentee relationship if found ineffective leads to a program experiencing fail. Thus, participating in the activity or practical sessions, I enjoyed the most. However, when it comes to performing conceptually about this concept, I found my performance incompetent, which made me realize that I need to work on grabbing conceptual information and data on mentoring through secondary research and going through the module materials. A natural mentoring relationship may become a corrective experience for the youth, who have a history of unsatisfactory relationships with parents or others (7, p. 204). This relationship enhances the personal growth as well of a mentee.
Theoretical readings
The most suited theory for carrying out an effective mentorship is the GROW model, which directs a mentor to make their mentee clear and definable about their lifes goals and desires. However, exchange theory offers some key insights into traditional mentoring, where a mentor focuses on career benefits for protgs through considering their last experience, which the protgs exchange with them (8, p. 96). However, GROW model reflects that mentoring whether youth, traditional or natural involves a structured conversation with the mentee (protgs), based on which mentor can build an effective relationship with the protgs. This model is preferable that a mentor does not advise or tell rather the mentor is a facilitator, who needs to ask questions regarding the four stages of this model. I find this model as the simplest one to lead a protg thinking of an issue, which needs to be resolved; this would reflect the goal they might desire for. Hence, I find this theoretical reading in mentorship is the most efficient, outcome-centric and easiest one to apply practically whenever it comes to play the role of a coach.
Learning outcomes_50
I gained a huge understanding and new insights into mentor, protgs and their relationship. I have also learnt that how an ineffective relationship between these does lead a mentorship program to face a failure situation. I have learnt these facts about mentorship through getting practically participated in the demonstration of this relationship such as participating in role-playing. Throughout this relationship, a mentor needs to be able for recognizing and taking advantage of the opportunities, which allow both for growing (9, p. 64). Mentoring relationship is viewed as more effective when the mentee and mentor demonstrate willingness for engaging in this relationship (10, p. 154). I further learnt that this relationship can only be effective if there is a perfect match between a mentor and mentee, there are some criteria that a firm utilizes for placing this match between these two. I further knew about the mentoring cycle that is of six stages such as building rapport, contracting, direction-setting, making progress, maturation and then closure of the relationship. I have also learnt about the roles played by mentor and mentee to make, before that I gained an important insight that a trained mentor delivers better results than an untrained one.
Practical actions to improve the approach in future based on reading, reflection, experience and observation
Based on the reading, GROW model I can apply while handling the job role of a mentor in a workplace, however being a trained mentor would result in productive outcomes. I would apply this model by indulging the mentee in some Q&A sessions, where I would ask them some questions in each stage they would be indulged. Apart from this, based on observation regarding the mentee and mentor relationship, in practical scenarios, I would use GROW model to manage structured conversations to establish trust and even gain trust in the mentee. I further establish a relationship with my mentee need to assess the mentee’s experience irrespective of its nature. For example, if the experience seems to be bad then my role would be providing mental and psychological support to the mentee and enhancing his/her self-confidence. The reflection of my journey would help me to deliver better outcomes to my workplaces such as enhancing the organizational performance through mentee mentor’s effective relationship, great communication with protgs and an improved retention rate.
One reflection on my own experience of coaching
What went well and what needed improvements
While participating in the respective weeks, the best thing I observed is to get knowledge and understanding of the GROW model. This is the most frequently used model in a coaching session as it gives a productive structure to carry out a coaching conversation. This model is the most widely utilized behavioural coaching model with four stages (1, p.11). The stages are goal, reality, options and way forward (2, p. 67). The practical application or live demonstration of this model I find the most interesting part of these weeks, where I gained knowledge about some coaching competency and skills. My participation has boosted me to grab those coaching skills and competency to apply them practically in future. However, there are some areas of improvement, which I need to work on such as the need to define my goals clearly because there is a positive relationship between goals and performance. If I could define my goals then I could perform efficiently, furthermore, I need to learn how to apply the reflective model to reflect on a specific journey. Furthermore, participating in the role-play as a coachee led me to understand the skills and competency a coach needs to have to build a relationship with the coachee.
Theoretical readings
While going through these weeks, two major theoretical models were applied such as Kolb’s learning cycle and GROW model as the best-suited model in a coaching session. Kolbs Reflective model indulges the interplay between reflection/action and abstraction/experience (3, p.3). Furthermore, this model is of four stages, where complete learning through this model can only occur when a learner fully engages in every phase of this cycle (4, p. 2). In addition, the SMART framework is one of the best-suited techniques for framing clear and defined goals leading its holder to frame some smart, realistic and achievable goals. Furthermore, while defining and setting the goals, the G element of the GROW model helps a learner to set only realistic goals. Goal Model leads a learner to go through four stages as a learner at first needs to understand their desire and expectations, then analyse the current position, then evaluate their further moves from the current position and lastly the actions they wish to do. These stages if applied by a coach can make his/her coachee clear about the achievements they are aiming at and this model directs a coach not to be an adviser but a path guide or facilitator. Learning refers to a process whereby knowledge is created through transforming the experience (5, p. 5). Using this reflective model would help me to enhance my effectiveness as a coach, which leads me to reflect on my coaching journey identifying areas of improvement, which motivate me to work on those areas to be an effective coach. There is another model, I get knowledge about, the Change Model, which guides me to understand the behaviour of coachee thus if any changes needed, I would direct them to change because coaching involves changing behaviour. In order to change an individual’s behaviour, it is important to understand the stages he/she is in such as pre-contemplation, contemplation, preparation, action, maintenance or relapse.
Learning outcomes
I have learnt from these weeks about the fundamental skills that a coach needs to have to deliver the best outcomes such as planning with goal setting, asking powerful and productive questions, gaining trust, applying active listening, direct communication and designing actions. These competencies can work the best for an efficient coach training the coachee performing at their best. I further learnt about the importance of various theoretical framework or model to be applied in a coaching session that directs a coach to apply these models to achieve the best practical outcomes.
Practical actions to improve the approach in future based on reading, reflection, experience and observation
Now, I need to work on the approaches to experience better and productive outcomes when I shall be handling the position of a coach and aiming at performing as the best. While reading the models used above in future, for example, GROW Model I need to keep practising by answering the questions associated with each stage. Furthermore, while applying it practically, the questions associated with each stage of this model, I would be asking my coachees. In this way, I could direct make them clear about their desires, goals and expectations. Furthermore, practising these models including Kolb’s would guide me to organize role-plays that would lead me to experience the behaviour of my coachee and based on that I need to observe them further to get in which stage of the Change model they are.
One reflection based on the application of coaching in the workplace
What went well and what needed improvements
This session I find the most enriched one because I could improve my skills and competency of coaching according to the organizational situations, requirements and current trends seeking for an efficient coach. Thus, this session overall went the best for me because this session has offered me practical knowledge about workplace coaching and how a coach needs to be adaptive if an organization brings any change. Since I had not known more about leadership and managerial skills, specifically when it comes to continuum, thus my performance in the practical session seemed to be less impressive than the other three members of my group. Apart from my performance in the activity, I found everything going well in this session, where I could find a subset shared between coaching, managing and leading, there are some skills found to be common in these three professionals such as coach, leader and manager.
Theoretically readings
The manager as-a-coach has increasingly been a popular talent management tool, and presently coaching is frequently viewed as an essential aspect of effective management (11, p. 41). Thus, in this context, there are various areas of coaching such as skills coaching, team coaching, career coaching, leadership coaching, performance coaching and self-awareness coaching. The concepts I went through in this session reflect that coaching is about bringing change and change is about learning by applying new knowledge and skills to a workplace. However, the concept of workplace coaching reflects that an organization constantly faces a competitive marketplace and needs to react, where transformation and change are brought up by a manager as-a-coach. Manager in terms of workplace coaching involves motivating the individuals to be high-performing, which the organization during bringing changes needs like high-performing and motivated individuals. Potential positive results of managerial coaching include increased career commitment, improved understanding of employees role clarity, increased employee satisfaction, self-awareness, increased satisfaction with manager and work, increased organizational commitment and improved employees performance (13, p. 34). A coaching continuum is a tool that is used that focuses on performance and is directed with what to do that is an extrinsic solution, however, an intrinsic solution focuses on releasing people and potential identifying their solutions. In-between these two points, workplace coaching is placed by focusing on both potential and performance.
Learning outcomes
I have learnt the limitations and benefits of workplace coaching, why workplace coaching is needed and what skills and competency a manager, also known as a coach in an organization, need to have for maintaining workplace coaching. Managers have increasingly been acting as a coach for their direct reports as a part of the renewed approach towards performance management (12, p. 4). I have gained new insight into workplace coaching such as disadvantages; however, applying workplace coaching makes an organization leading in the competitive world. I gained again a new insight reflecting that around 47% of the managers utilize coaching style and the followers need to consider their managers as a support system, not as a threat. The critiques about a manager as-a-coach made me learn a lot of new lessons, for example, an individual cannot be both a manager and a coach, however, I believe that cannot play the roles simultaneously.
Practical actions to improve the approach in future based on reading, reflection, experience and observation
In handling the job position of a manager at a workplace, I need to keep in mind that the role of mentor, coach, leader, manager, therapist, counsellor, trainer and mediator varies as per the situation. Hence, my experience in practical activity would help me to determine the issues or performance expectations based on which I would be applying for the role at my workplace. Executive or workplace coaching is one-to-one learning with development intervention, which utilizes a reflective, collaborative, goal-focused relationship for achieving the professional outcomes being valued by a coach (14, p. 4). I need to apply a democratic leadership style, thus I could be experienced by my follower as a support instead of a threat. As per my reading, whenever my workplace would be seeking to bring changes, I need to apply workplace coaching, thus I could indulge motivated and high-performing individuals in this change. Hence, different situations in a workplace demand a different style of managing, coaching, leading or mentoring. Furthermore, participating in the classroom activities, I could have observed that different people have different perceptions for applying a coaching mindset. However, if I get a chance to apply a coaching mindset at a workplace, I would be picking attributes of coaching such as helpful attitude, belief that my people can learn and then change, empathy in dealing with others, low need for command and control, always keep myself open to feedback, and appraise my followers as well. The skills of workplace coaching have become an essential place in the toolkit of today’s leader (15, p. 2). However, I need to keep a fact in mind that I cannot play the role of a manager and coach at the same instant.
Conclusion
After analysing the overall scenario, it can be concluded all weeks indulged in this assessment are appealing enough that made me engaged thoroughly. My engagement in these sessions has offered me new insights into coaching, mentoring and coaching at a workplace with their different aspects and importance. Thus, I could have identified the areas of improvement, which led me to develop and demonstrate coaching and mentoring skills for future use.
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